EMT203 Design & Technologies: An Introduction (8)


This subject introduces students to a future as a professional in a secondary school setting; as a classroom teacher, within a faculty and in the community. Students investigate the place of design and technology education in the continuum of learning in the K-12 curriculum, in particular the link between Stage 3 (primary) and Stage 4. This includes Life Skills for students with special education needs. Students identify syllabus knowledge, skills, values and attitudes that their students will ‘learn about’ and ‘learn to’, emphasising literacy, numeracy and information and communication technology. Project-based, problem-solving and authentic learning are foundation concepts.

+ Subject Availability Modes and Location

Session 2
DistanceWagga Wagga Campus
Continuing students should consult the SAL for current offering details: EMT203
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionHD/FLSchool of Education

Enrolment restrictions

Student who have completed EMT103 should not enrol in this subject.
Incompatible subject(s)Related subject(s)
EMT103 EMT447 Paired Subject
EMT103 shared content with this subject

Learning Outcomes

Upon successful completion of this subject, students should:
  • discuss the use, development and impact of technologies showing an understanding of the interdependence of technological development, values, beliefs and environment;
  • explain design concepts across a range of technology contexts including factors influencing design and the ways in which products, systems, services and environments evolve;
  • justify the role of design and technology studies in the Australian curriculum through an analysis of technology education in the K-12 curriculum, particularly the link between Stage 3 (primary) and Stage 4 and Life Skills syllabus for students with special needs;
  • outline the essential components of the Technology (Mandatory) Year 7-8 Syllabus including numeracy, literacy and ICT requirements;
  • explain the concepts of project-based, problem-solving and authentic learning in technology education;
  • consider the role of a technology teacher within a classroom, the faculty, the secondary school and the wider community, reflecting on the knowledge, skills, attitudes and values necessary when teaching and caring for adolescents; and
  • demonstrate clear and accurate writing and professional written and other communication skills including effective research skills, use of appropriate educational terminology, and referencing and citation conventions.


The subject will cover the following topics:
  • Becoming a technology teacher: an introduction. The NSW Institute of Teachers: National Professional Standards Graduate Teachers The role of the technology teacher within the classroom, faculty, secondary school and wider community. Working in a school and a faculty: a case study.
  • The TAS curriculum: an introduction and the K-12 learning continuum.
  • Learning to be literate - literacy and numeracy demands in the TAS curriculum.
  • Design: issues impacting on technology education and design embedded within authentic, project-based and problem-solving contexts.
  • Technology curriculum: knowing and understanding the mandatory technology syllabus and its implementation in years 7 and 8, including literacy, numeracy and ICT requirements and Life Skills.
  • Access and inclusivity in technology education. Teaching a diverse population a differentiated curriculum - special needs, cross curriculum perspectives including Indigenous issues, key competencies, national priorities.
  • The history of technology education: philosophy and forces of change. Relationship and integration of design, science, ICT and technology. Use of ICT in technology education.
  • The future of technology education: preferred futures and sustainability. Appropriate Technology values in technology education.
  • Key learning tools: pedagogical practices in technology education focussing on project-based learning. Classroom 'taster' activities of creative thinking, critical thinking, problem-solving, writing design briefs to meet needs/opportunities, setting up design criteria.
  • Issues related to teaching and caring for adolescents, including professional requirements, safety, WH&S, risk management, police check, anaphylaxis, legislation, intellectual property, plagiarism, responsibilities in a practical subject.
  • Becoming a reflective practitioner and lifelong learner. Reflection of personal goals including the importance of numeracy and literacy - a self-evaluation.


The information contained in the 2016 CSU Handbook was accurate at the date of publication: 06 September 2016. The University reserves the right to vary the information at any time without notice.